“I love tests,” declares Leah Brunski, a 3rd-grade teacher at PS 29 in Brooklyn. “They help me do a better job teaching. They show me what’s going well and what’s not, which kids are learning concepts and mastering skills and which ones aren’t. They even show me whether or not I’m being effective as a teacher.”

But even Brunski — who’s in her 10th year of teaching — couldn’t stomach the state’s English language arts exam, which she calls “developmentally inappropriate.”

Jean Piaget, one of the godfathers of cognitive development, is likely rolling in his grave knowing that New York is asking kids equipped with 45-minute attention spans to focus for almost twice that amount of time. It felt cruel to ask students to go back and check their work after the 60+ minutes many had already spent reading and then re-reading passages, writing and revising their responses.

In an op-ed in the Daily News titled “Why state exams fail my test[1],” Brunski highlights the length (240 minutes over three days) and complexity of this year’s ELA. The veteran teacher, who frequently uses her own assessments to shape her lessons, also notes that teachers and students don’t receive the results of the exams until students have already moved on to the next grade — too late to inform instruction.

“[The test] may as well have disappeared into thin air the day my students were done with it,” Brunski concludes.